Logo for the University of Illinois at Chicago
    • Login
    View Item 
    •   INDIGO Home
    • Dissertations and Theses at UIC
    • UIC Dissertations and Theses
    • View Item
    •   INDIGO Home
    • Dissertations and Theses at UIC
    • UIC Dissertations and Theses
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    A History of Curriculum Thought in South Korea: 57BCE-1987

    Thumbnail
    View/Open
    KIM_DAEYOUNG.pdf (740.8Kb)
    Date
    2013-07-12
    Author
    Kim, Daeyoung
    Metadata
    Show full item record
    Abstract
    This study is a history of curriculum studies literature in the context of South Korea. It includes a chronology with commentaries of curriculum books that appeared in South Korea from 1945 to 1987. It is offered to provide perspective to help anyone whose interests and professional pursuits deal with curriculum studies in South Korea within the context of increased world-wide interest in South Korean education. Approximately 150 curriculum books and articles that appeared from 1945 to 1987 are selected, analyzed, and discussed in the study. The study begins by introducing a brief overview of Korean education as well as curriculum from earliest times to Japanese colonization. The history is important not only to provide a more complete the picture of educational change but also to understand relationships between contemporary educational situations and curriculum studies. I regard curriculum studies as a formal area of inquiry in South Korea beginning in 1945. Since that time the urgent problems of education were to extirpate the remnants of the Japanese educational influences and to establish future directions of education. In particular the substitution of Korean teachers and textbooks for Japanese one was the most exigent issue. Naturally the concerns about curriculum were increased, and the demands for curriculum scholars occurred. Under these circumstances at least four dominant schools of curriculum thought were competing against each other. I have called them the curriculum experientialists, advocates of curriculum development, curriculum scholars of analytical philosophy, and curriculum sociologists. Curriculum literature and thought are described mainly according to each school of curriculum thought. Fundamentally, this study is a journey into the past in search of a deeper foundation for contemporary curriculum research, theory, policy and practice in South Korea. It concludes with recommendations for related historical research on curriculum studies in South Korea.
    Subject
    curriculum history in South Korea
    curriculum studies
    curriculum experientialists
    advocates of curriculum development
    curriculum scholars of analytical philosophy
    curriculum sociologists
    Type
    thesis
    text
    Date available in INDIGO
    2013-07-12T14:23:42Z
    URI
    http://hdl.handle.net/10027/10076
    Collections
    • Dissertations and Theses - Education
    • UIC Dissertations and Theses

    Related items

    Showing items related by title, author, creator and subject.

    • Life-threatening allergies in schools: Toward a professional development curriculum. 

      Grim Hunter, Nancy Carol Lee. (2007)
    • Teachers' curriculum theories unveiled through the arts. 

      Christodoulou, Nikoletta. (2005)
    • Origins of Indonesian curriculum theory and practice: Possibilities for the future. 

      Wangsalegawa, Truly. (2009)

    DSpace software copyright © 2002-2015  DuraSpace
    Contact Us | Send Feedback | Privacy Statement
    Theme by 
    Atmire NV

    Browse

    All of INDIGOCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    DSpace software copyright © 2002-2015  DuraSpace
    Contact Us | Send Feedback | Privacy Statement
    Theme by 
    Atmire NV